Gamification of Computer Programming Tasks to Promote the Growth Mind-Set in a Disadvantaged School

2. Literature Review

Dweck (2017) argued that there are two different types of mind-set, the growth mind-set and the fixed mind-set. A fixed mind-set person believes that their qualities are set in stone and feels the need to prove their abilities repeatedly. Students with a fixed mind-set believe that their intelligence and qualities are a fixed entity, and it becomes important to them to prove to themselves and to others that they have these qualities. Students with a fixed mind-set will go to great lengths to appear competent or successful even going as far as cheating (Ehrlinger et al., 2016). In contrast, when a student believes that their intelligence and ability can grow and develop through effort, persistence and hard work, this is the growth mind-set (Dweck, 2017). When learning computer programming, growth mind-set students are more likely to show a mastery response to challenge, to take a risk and to view mistakes as part of the learning process (Murphy & Thomas, 2008; Kizilcec & Goldfarb, 2019). Students with a growth mind-set respond best to learning goals, set goals for themselves and stick to them in the event of a setback (Dweck, 2016). These students are determined to become smarter, stronger and get better and their thoughts and actions are led by this desire (Dweck, 2016). All in all, holding a growth mind-set leads to higher performance, motivation and perseverance inside and outside the classroom (Dweck, 2016).